The widespread shift to distance learning during the pandemic created a critical juncture for strengthening technology integration in adult foundational education (AFE). This paper presents results from a pilot survey on technology use and related professional learning (PL); 58 AFE practitioners from four states participated. Findings are presented on three composite variables: practitioner skill level in using online resources for instruction, and following PL, self-assessed knowledge in planning instruction with technology, and expanded integration of technology into instruction. A model of predictive relationships among the composites and two moderators is proposed for future testing. Findings contribute new knowledge about current AFE practitioner perceptions, practices, and PL needs and offer insights to guide and support integrating technology into AFE instruction.